Study Group 4

According to the Javits Act, gifted and talented students are described as those who:

• Have been assessed as having intelligence at least 30% above the national average, and are not receiving services or activities to develop those capabilities

• Are in the top 5% of their age group in terms of intellectual, creative, artistic, or leadership areas, or in specific academic fields

• Have achieved high accomplishment in intellectual, creative, artistic, or leadership areas or in specific academic fields, and who have not been recognized and honored in an appropriate manner

• Have the capability for high accomplishment in intellectual, creative, artistic, or leadership areas or in specific academic fields, and who need services or activities not ordinarily provided by the school to develop those capabilities

Gifted children typically get similar results with different types of I.Q. tests, such as the Wechsler Preschool and Primary Scale of Intelligence (WPPSI), the Stanford-Binet Intelligence Scale (SB), and the Wechsler Intelligence Scale for Children (WISC).

• Neither true nor false

• False

• True

• These I.Q. tests are not given to gifted students

Binh is in fifth grade. He was identified as gifted in leadership in third grade and entered into a Gifted and Talented program. He has always been mercurial, energetic, and moody, but until now it was not apparent that his studies were affected. Because his classroom behavior has worsened and his grades have been affected, his fifth grade teacher wanted him evaluated for Attention Deficit Hyperactivity Disorder. Should he be diagnosed with ADHD, what will happen to his gifted and talented status?

• Because this has been a documented, ongoing problem, the district will temporarily remove him from the Gifted and Talented program, concentrate on improving his issues with attention and hyperactivity, and then re-enroll him once those things are under control

• He will remain in the program and it will be modified to become more appropriate for his learning needs. It is illegal to discriminate against students with learning or behavioral disorders

• It will be discussed with the gifted teacher, his general classroom teacher, his parents, and Binh. If Binh promises to monitor his behavior and work to the best of his abilities, he will be permitted to stay

• He will be removed from the Gifted and Talented program; his learning issues preclude advanced studies. If, at some future point, he wants to return to the program, he will have to be re-evaluated for it

Students identified as gifted and talented can demonstrate serious lack of motivation that hinders their performances. Some of the factors contributing to underachievement are low self-efficacy, not finding the class interesting, not finding the class useful, a student’s lack of self-regulation skills, and

• When the work is too challenging

• If the student is ostracized and unwilling to participate in class

• Because the child is so bright, the family has treated him or her with indulgence. As a result, the child expects to be treated as special

• The work isn’t challenging enough

According to Sternberg’s triarchic model of intelligence, three central qualities comprise giftedness: componential intelligence (the ability to analyze), experiential intelligence (the ability to think abstractly), and

• Creative intelligence

• Analytic intelligence

• Contextual intelligence

• Essential intelligence

What type of assessment is often used to identify gifted students in leadership, creativity, or artistic areas?

• Qualitative

• Quantitative

• Both a and b

• Formal and informal

The steps to curriculum compacting includes understanding learning objectives, identifying students who can master objectives most quickly, pretesting, streamlining instructional periods for students who understand objectives, and:

• Recommending acceleration opportunities

• Recommending students be advanced a grade

• Reviewing assessments

• Passing these students on to a Gifted and Talented teacher

When creating a Total Talent Portfolio, who is primarily responsible for deciding what to include, maintaining the portfolio, and establishing goals?

• The student and the teacher working as partners

• The teacher in the primary position, supported by the student

• The student in the primary position, with the teacher to review and approve

• The student is primarily responsible

“Gifted” students are federally defined as:

• Those that score above 130 on a WISC test

• There is no decisive federal definition; each state determines its own definition

• Those who are academically 2 classes or more above peers

• Those who exhibit extra-ordinary abilities in the areas of the arts, mathematics, science, business, or leadership

SAGES stands for:

• Standard Assessment Games for English Students, and describes informal assessments based on cooperative games

• Sagmore Adams Gates Educational Standards, and describes gifted standards for grades 1-3

• Screening Assessment for Gifted Elementary Students, and describes a standardized assessment

• Screening Assessment for Gifted Elementary Students, and describes an informal assessment